| Paying attention to the educational process of migrant children is conducive to promoting educational equity and improving educational outcomes.Learning engagement,as an important part of the educational process,significantly predicts the educational acquisition of individuals.In recent years,social and emotional skills has been regarded as the core ability needed in the 21 st century,with a profound impact on the individual life course.As a groundbreaking preemptive capital type,family cultural capital significantly affects the development of individuals’ social and emotional skills and the education process of individuals.Based on this,this study constructed an analytical framework based on the theory of cultural capital and social cognition.Firstly,the connotation of migrant children,family cultural capital,social and emotional skills and learning engagement was clarified through literature research method,and specific measurement indicators were confirmed,and relevant questionnaires were constructed.Secondly,through the questionnaire survey of 2327 junior high school students(including 835 migrant children),compared the group heterogeneity of the migrant children,construct the structural equation model of family cultural capital,social and emotional skills and learning engagement,and compare the internal group differences.Thirdly,the deep mechanism behind the influence path is further explored through the interview method.Finally,suggestions are put forward to improve the level of learning engagement of migrant children.(1)Outside the group of migrant children,compared to non migrant children,migrant children have significantly lower levels of vitality,dedication,focus,and overall learning engagement compared to non migrant children.Within the migrant children group,there is no significant difference in the overall scores of vitality,dedication,focus and learning engagement in terms of gender and registered residence type.In terms of grade,the overall scores of vitality,dedication,focus,and learning engagement of the seventh grade group are significantly higher than those of the eighth grade group,while the focus scores of the ninth grade group are significantly higher than those of the eighth grade group.There is no significant difference in other dimensions.(2)The institutionalized cultural capital of migrant children significantly affects their learning engagement;Among them,female and urban household registration students have a significant impact on their own learning engagement through institutionalized cultural capital.The objective cultural capital of migrant children significantly affects their learning engagement;Among them,the institutionalized cultural capital of male and rural migrant children with household registration has a significant impact on their own learning engagement.The embodied cultural capital of migrant children has no significant impact on learning engagement;However,from the perspective of different grades,the family embodied cultural capital of eighth grade migrant children significantly positively predicts their learning engagement.(3)The comprehensive social and emotional skills of migrant children play a complete mediating role.For migrant children of different gender,registered residence type and grade,social and emotional skills has no significant mediating role in the impact of institutionalized cultural capital on learning engagement.The comprehensive social and emotional skills of migrant children play a complete mediating role in the objective impact of cultural capital on learning engagement;The social and emotional skills of male and eighth grade migrant children play a complete mediating role;Rural migrant children with household registration play a mediating role in their social and emotional skills,while also playing a masking role.The objective cultural capital of rural migrant children with household registration reduces their social and emotional skills,thereby reducing their level of learning engagement.The comprehensive social and emotional skills of migrant children play a complete mediating role between embodied cultural capital and learning engagement;Among them,boys and migrant children with different registered residence,their social and emotional skills plays a completely mediating role.(4)From the perspective of the mediating role of various dimensions of social emotional skills,openness and achievement motivation play a complete mediating role between institutionalized cultural capital and learning engagement;The openness of male students,the openness and achievement motivation of female students play a significant and complete mediating role;The openness,achievement motivation,and decision-making power of urban migrant children with household registration,as well as the openness of rural migrant children with household registration,play a significant and complete mediating role;The openness and achievement motivation of seventh grade migrant children and the openness of eighth grade migrant children play a significant and complete mediating role,while the achievement motivation of ninth grade migrant children plays a marginal and significant mediating role.The openness,self-efficacy and achievement motivation of migrant children play a significant and complete intermediary role between the objective cultural capital and learning input;The openness and decision-making ability of male students play a significant complete mediating role,while achievement motivation plays a marginal mediating role;The achievement motivation of urban migrant children and the openness and self-efficacy of rural migrant children play a completely intermediary role;The openness of the seventh grade migrant children,the openness of the eighth grade migrant children and self-efficacy have a significant full mediating effect between the objective cultural capital and learning input.The extraversion and agreeableness of migrant children show a significant partial mediating effect between embodied cultural capital and learning engagement,and both extraversion and agreeableness play a masking role,that is,the embodied cultural capital of migrant children reduces the level of learning engagement by increasing their extraversion and agreeableness;Among them,for migrant children of different genders,different types of registered residence,and grades 7 and 8,there is no significant mediating effect in each dimension of their social and emotional skills;The extroversion and agreeableness of ninth grade migrant children have a significant and complete mediating effect,which is consistent with the overall situation of migrant children.(5)The level of learning engagement among migrant children varies from place to place and from person to person,and individuals exhibit different levels of learning engagement in different disciplines and environments;Good family cultural capital and female individuals often exhibit higher levels of learning engagement.The specific impact mechanism of family cultural capital on the learning engagement of migrant children is: on the one hand,family cultural capital influences family education practice by shaping family education concepts;on the other hand,family cultural capital can also directly affect individual learning engagement through the influence of internal and external social capital within the family,or indirectly affect individual learning engagement by cultivating their social emotional abilities.Therefore,this study proposes the following suggestions: First,to promote the construction and transformation of cultural capital inside and outside the family,to develop the cultural capital of migrant children.Secondly,to form the combination of high-quality home-school and social co-education,to improve the family education concept and practice of migrant children.Thirdly,to promote effective home-school communication and expectation matching to develop the social capital of migrant children.Fourthly,to create a good school atmosphere and development platform to cultivate the social emotional ability of migrant children. |
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